THE TEACHER AS A CURATOR OF DIGITAL TOOLS IN CONSCIOUS AND CRITICAL CHOICES

Abstract

This research analyzes the role of teachers as curators of digital tools, emphasizing the importance of conscious and critical pedagogical choices in basic education. Based on a qualitative approach and bibliographic review, it discusses how digital curation goes beyond the technical use of technologies, involving pedagogical, ethical, and contextual criteria for selecting educational resources. The findings reveal that curation practices promote student protagonism, enhance authorship, and foster meaningful learning. The study also addresses challenges such as lack of specific training, teacher workload, and fragmented public policies. It proposes strategies to strengthen a culture of curation in public schools, highlighting the importance of collaborative teaching communities, active listening to students, and continuous professional development. The research concludes that digital curation is an essential pedagogical practice for critical and inclusive education, viewing technology as both a language and a formative possibility.